AN EVALUATION OF SECONDARY SCHOOL STUDENTS AWARENESS LEVEL ON CIVIC RESPONSIBILITIES IN NIGERIA.

AN EVALUATION OF SECONDARY SCHOOL STUDENTS AWARENESS LEVEL ON CIVIC RESPONSIBILITIES IN NIGERIA.

CHAPTER ONE

INTRODUCTION

1.1      Background of the study

The recipients of education have become useful members of society and the human community as a whole as a result of education’s role as a framework for an individual’s holistic development in a functional manner. Adeyi, M. O. (2017) asserts that education encompasses all aspects of life, including, but not limited to, social, economic, political, emotional, and psychological factors. The social-behavioral development of students is significant in and of itself because it influences not only their development but also their well-being, well-being in society, and current and future academic achievement. That is to say, students ought to be educated about their civic rights and responsibilities, such as registering to vote and participating in elections. They will also be encouraged to join civic societies, literary and debating societies, press clubs, and other social organizations with them, such as Girl Scouts, Man O’ War, Peace Corps, and Civic Defense.

On the other hand, once more, students are unaware of their obligation to take part in community development activities like clearing the area, digging, planting flowers to beautify the environment, and other community service activities that can help maintain national unity and peaceful coexistence. As a result, it appears that in the name of democracy, desperate politicians use students in negative ways, such as destroying electioneering procedures, ballot snatching, and rigging by overvoting, among other things. Jake (2016), then again, accepts that understudies ought to leave school with the comprehension that the information and abilities they have acquired will be utilized for a vocation and the improvement of their general public, and that municipal training ought to be remembered for the educational program to assist understudies with figuring out their urban obligations.

The activities of learning or gaining knowledge of the government, its functions, and the morally acceptable duties and responsibilities of citizenship are included in most definitions of civic education (Collins English Dictionary, 2012). The goal of civic education is to get more people involved in democratizing the government. It likewise stresses the advancement of good administration as well as a huge change in perspectives and ways of behaving toward great administration. Kayode-Olawoyin (2017) says that civic education teaches democracy and its pillars, which are crucial social and political structures for democracy’s survival. It addresses important social issues like domestic violence, examination malpractice, child abuse and trafficking, truancy, child labor, and other issues related to civic engagement like community development and nation building as well as corruption and civic apathy. Bello, Daramola, Yusuf, Uyanne, and Sodiq (2017) assert that civic education has the potential to instill positive values and attitudes in young people, paving the way for them to become responsible citizens in the future.

1.2 Problem Statement: This is not an exaggeration when I say that no nation can develop beyond the civic principles and characteristics that its citizens exhibit. Literature has extensively documented, for instance, the fact that many nations worldwide lack civic responsibilities. In a similar vein, it is generally accepted that social and ethical issues emerge in every nation. Consequently, establishing a civil society has become a huge undertaking in a variety of parts of the world (Falade, 2008). The majority of empirical research and data in this area, such as Oladiti, 2013 and Adedigba & Wahab, (2015), have demonstrated that Nigeria has not yet acquired the virtues and civic ideals that are inherent in these fields. The empirical research’s findings and data are examined in terms of how well Social Studies and Civic Education curriculum has been taught in classrooms to help young students acquire desired civic norms and ideals. Oladiti (2013) emphasized that citizens must actively participate in the nation-building process, which necessitates effective discharge of civic responsibility, because national development cannot be achieved in a vacuum and involves human resources and other variables. According to Saka and Oyetade (2011), similar to what has been observed in other parts of the world, Nigeria is experiencing a sustained decline in morality and civic values, which must be corrected through education. This is due to the fact that every child has the potential to create an ideal society; the only thing that is required to shape a child into a helpful and responsible individual is an appropriate educational approach. According to Hayward (2005) in an editorial for the Manilla Bulletin, the educational system of schools, as well as the home and the church, which molds the character of the young and counteracts the unwholesome influences of the environment, is somehow reflected in character training, crime, and other forms of behavioral aberration. As a result, in addition to imparting knowledge and skills, schools ought to concentrate on cultivating civility and decent values in students.

What percentage of these objectives have been achieved, despite the fact that the National Policy on Education (2004) and the National Council on Education (2007) agreed that Social Studies and Civic Education are capable of instilling norms and ideals of active citizenship in young students attending schools? How much civic responsibility are secondary school students in Nigeria aware of? This is important because civic values and norms are still falling apart in Nigeria. This study aims to assess the level of civic responsibility awareness among Nigerian secondary school students based on this premise.

1.3 The Study’s Goal The main goal of this research is to present and evaluate Nigerian secondary school students’ awareness of civic responsibilities. The study specifically sought to:

1. Examine the level of civic responsibility knowledge among Nigerian secondary school students.

2. Determine the students’ attitudes toward civic engagement instruction.

3. Find out how much civic responsibility students in Nigeria are taking on.

1.4 The First Research Hypothesis: In Nigeria, secondary school students lack knowledge of civic responsibility.

HO2: 1.5 Importance of the Study: The society needs to collaborate across venues, programs, and sectors to create a climate in which students have not only opportunities to learn, but also the skills and efficacy to do so, and cultivate a positive attitude toward the progress and unity of the nation. This is necessary in order to promote students’ civic engagement. Curriculum planners, school administrators, teachers, students, and academics can all use the findings of this study. The findings of the study would reaffirm the need to plan the curriculum for Civic Education and teach the subject so that it focuses on changing students’ attitudes and getting them involved in exercising their civic rights and their duty to serve their country. From an empirical standpoint, the study would add to the existing body of literature and serve as a resource for academics and students interested in conducting additional research in a related field.

1.6 The scope of the study The study’s scope veers toward an assessment of Nigerian secondary school students’ awareness of civic responsibilities. The study will look at how well-versed Nigerian secondary school students are in civic responsibility. Additionally, the study will ascertain the level of student involvement in civic responsibilities and the students’ attitude toward civic engagement as taught in civic education. However, only a few secondary schools in Anambra State are included in the study.

1.7 The study’s limitations As with any human endeavor, the researchers were limited in some way during the course of their research. Due to the fact that this is a new field of study, there is little existing literature on the subject. As a result, the researcher had to choose a small sample size and spent more time searching for relevant materials, literature, or information as well as collecting data. The researcher will also be working on other academic projects while working on this study. In order to provide the best possible results and ensure the success of the research, all factors were downplayed despite the constraints that were encountered during the study.

1.8 Terms Used to Define Civic Responsibilities: According to Dictionary.com, “responsibility of a citizen” is the definition of civic responsibility. It is made up of behaviors and attitudes that are associated with social participation and democratic governance. Participation in government, the church, volunteering, and voluntary associations are all examples of civic responsibility.

Civic participation: “Working to make a difference in the civic life of one’s community and developing the combination of knowledge, skills, values, and motivation to make that difference” is what is meant by the term “civic engagement.” Civic engagement can take many forms, including volunteering, national service, and service-learning.